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Full text of "Halcyon, March, 1970"




march 1970 halCVOn 



mile... spring is here! 




March 1970 Volume 1 No. 2 

2 The Reality and the Response 
Drugs on Campus 



8 Filling a Need 

Harper's Nursing Program 

10 Faculty: The Good, The Bad, and The Missing 

16 "Spotlight" 

18 Theater of the Absurd 
Cultural Arts Program 

22 Pablo Who? 

24 "Wipe That Smile" 

26 "Lynette's Look" 

Sports by Lynette Berry 

32 Dispelling 'the Myth' 
Academic Innovation 

38 The Establishment's Establishments 
Nowhere U.S.A., part II 

42 Student Clubs 

46 Student Achievement Winners 

48 No, it's not. . . 



halcyon 



Editor-in-chief 
Managing Editor 
Layout Editor 
Assistant Editor 
Faculty Advisor 



Chris Pancratz 
Bob Yadon 
Georgia Fink 
O. Keith Wanke 
Craig Stewart 

Director of Photography Dennis Gano 
Staff Artist Kate Tangney 
Circulation Manager Gerry Smith 

Staff Writers Lynette Berry, Michael Copland, 
Marty Lyons, Eileen Oswald, Jeniffer Edwards 

Layout Eileen Burns, Joyce Eiser, Sandy Kinnune, 
Carol Schneider, Linda Stewart 

Staff Photographers Kathy Ericksen, Larry Blaschke, 
Stu Levin, Gary Smith, Gary Yaffe 

Research Kent Anderson, Chris Stanczak 

Photo Consultants Ray White, jac Stafford 

Cover Photo Gary Smith 

Cartoons Onan, Dann Willis 

tialcyon is published three times during the school year by, and 
for, the students of William Rainey Harper College, Algonquin 
and Roselle Rds., Palatine, Illinois 60067. Offices are in the Col- 
lege Center room 367. 

Opinions expressed in this magazine are those of the authors 
and/or the editors and are not necessarily those of Harper Col- 
lege, its administration, student government, or student body. 



As we prepared this edition for the printer I found 
a few months to consider the reception that met our 
first edition. 

The staff has received letters— almost all comple- 
mentary—from Harper students, faculty, administra- 
tors, and other college editors. In fact, one college 
wrote for specifications, saying that they wished to 
imitate our publication on their campus. Harper Col- 
lege has scored again. 

We were overjoyed and felt, as we still feel, that 
we have something of a success on our hands. (Well, 
at least our existance has been acknowledged!) The 
response told us that we are well on our way to ful- 
filling the goals and the responsibilities that we out- 
lined for ourselves. 

The edition that you are about to encounter is 
another step toward that fulfillment. We have again 
attempted to highlight and analyze some of the major 
areas of student interest and concern. The cover arti- 
cle is a look, from many angles, at the drug problem 
already in evidence on this campus. As a follow-up 
to "The Great Harper College Myth" we have searched 
out and described some of the innovative programs 
now in use at our college. Bob Yadon's commentary 
"No Where U. S. A. "continues;andMikeCopland offers 
his evaluation of the proposed faculty evaluation plan. 

Additional articles include Lynette Berry's sports 
coverage; a view of Harper's unique art studios and 
the people that inhabit them; a look into Harper's 
nursing program; and Kent Anderson's comments on 
a few student clubs. 

Once again, I wish to thank you, our readers, for 
your support, and remind you that we do want and 
need your comments. 



Editor 




)^ 



a-NjJ::Aji^ 



The Reality and the Responsi 



Within the Harper handbook 
you will find a section regarding 
the conduct of students. Oneof 
the provisions within that sec- 
tion deals with drugs. It states, 
"the possession, sale, use, or 
distribution of any narcotic 
drug, marijuana or other addic- 
tive or hallucinogenic, except 
as permitted by law is pro- 
hibited." Such a clause is typi- 
cal and appears in almost every 
college catalog. 

Yet in recent years the stu- 
dent drug codes at colleges, 
throughout the country have 
become established as the most 
controversial and abused codes 
in existence. 

What exactly is thedrugscene 
at Harper? Where?, What?, 
Who?, and How much? These 
are questions that are being 
asked over and over again by 
those in the community. For- 
tunately there are enough con- 
cerned faculty and students 
who have done more than just 
ask the meaningless question, 
"What's happening"? These 
concerned faculty and students 
have done research and initi- 
ated programs on drugs, both 
on and off campus. 

Early in November of 1969, 
Thomas A. Herzog, now a grad- 
uate of Harper distributed 466 
questionnaires, among stu- 
dents in the Introduction to Psy- 
chology classes. The question- 
naire concerned drug usage by 
Harper students. The group 



sampled by Herzog's survey 
represented nine percentof the 
total enrollment of the 5,222 
students attending Harper. His 
questionnaire was divided into 
three main categories. 

The first was general and 
dealt with age, economicclass, 
and family background. The 
second dealt with whether or 
not a student had ever had the 
opportunity and did indulge in 
the use, or abuseof illicitdrugs. 
The third section was a gen- 
ral question for all, in regard 
to thelegalizationofmarijuana. 

Some of the interesting re- 
sults from the survey were as 
follows: of the total sampling 
answering the questionnaire 
over 50 percent of the males 
have had the opportunity to 
use drugs, while females re- 
ported less than 50 percent. 

Of those who've had the 
chance to take drugs, 75 per- 
cent of the males, and 58 per- 
cent of the females, have done 

so. 

The questionnaire was divid- 
ed almost equally between 
male and female students. Yet 
differences between the sexes 
were rather significant. Male 
students remarked more fre- 
quently that they had and 
would use drugs. A reason for 
this may be that traditionally, 
the male has always been more 
willing than the female to ex- 
periment with the unknown. 
Yet "guts" in itself does not 



necessarily account for the 
males' greater use of drugs. The 
simple fact that the male's life 
is often complicated with un- 
certainties dealing with the 
Service and a career may, in 
part, account for this. In an 
attempt to relieve this stress 
the male student will turn to 
drugs for temporary relief. 

Michael Ostrowski, a Psychol- 
ogy Professor at Harper, guided 
Tom Herzog in the preparation 
of his survey. Ostrowski said, 
"Tom's survey was the best I 
have ever read by a Harper 
student ... it would be worthyi 
of a graduate paper at most 
four-year colleges or universi- 
ties." 

A scientific survey, such as' 
that taken by Herzog, is proof 
of the existing problem of drug 
usage and traffic both on and 
around the Harper campus. 

The amount of drug traffic 
that goes on at our college, 
is, for the most part, limited. 
To a great extent this is true 
because noonelivesoncampus 
and close ties between students 
are kept at a minimum. 

At a four-year college where 
students live on campus a more 
interpersonal relationship be- 
tween students exists. Also, at 
a four-year college no one real- 
ly has to worry about going 
home to mom, dad, and apple 
pie, after they have finished 
classes. Why in theworldshould 
a Harper student who has clas- 



by 0. Keith Wanke 




ses at ten, twelve and two, 
"trip out" at three, when he's 
expected home for dinner by 
his parents at five. There's just 
no sense in a rush trip like that. 

At a university few worry 
about fellow students inform- 
ing on them, again because of 
the close ties. For this reason, 
drugs and especially narcotics 
flow freely. At a college such 
as Harper, drugs are mostly 
kept within a close circle of 
friends and very few are will- 
ing to let information on their 
drug source goanyfurtherthan 
a close friend. Each has the 
fear (in the back of his mind) 
of being busted. Yet a student 
who want to try drugs will find 
no difficulty in locatinga group 
of close friends that will oblige 
his wants. 

As on any campusyou always 
have your "friendly pusher" 
who will sell you any kind of 
stimulant, depressant, or hal- 
lucinogenic drug for a price. 
Harper is no exception to this. 
However, the pushers that we 
have are upstanding, local stu- 
dents. The outsider would not 
be accepted by the students for 
various reasons, all of which 
regard safety. 



As it is now, drug traffic is 
much more extensive off cam- 
pus than it is on the campus. 
Where exactly do students ob- 
tain the different typesofdrugs 
they use and how do they go 
about selecting their quality 
and quantity? Most students re- 
alize that peoplewhosell drugs 
are doing so because of the 
money they can make in such 
illegal sales. Thosewhobuy nar- 
cotics and other drugs for re- 
sale usually buy the low grade 
stuff because it is cheaper and 
then cut the stuff once them- 
selves before they sell it to 
others. By cutting it they can 
get more volume of the drug 
and make a bigger profit. Many 
of the students (that I have) 
talked to were wary about buy- 
ing drugs, especially ''pot" and 
LSD from unknown sources be- 
cause of the often impure 
make-up of these drugs. A few 
lucky kids are able to obtain 
some narcotics, mostly mari- 
juana, from Gl friends who re- 
turn, with the drugs, from Viet 
Nam. The ''pot" thatthe return- 
ing vets bring back is good, 
strong, uncut marijuana and 
little of it is needed to produce 
the required hallucinogenic ef- 
fect on the user. Still other stu- 
dents grow marijuana in their 
own homes and backyards. 
Such home grown "pot" usu- 
ally proves to be very weak. 

The majority of students are 
frightened when they experi- 
ment with drugs about which 
they are uncertain. For this 
reason students prefer obtain- 
ing drugs from friends or re- 
liable contacts. No one relishes 



a bad trip caused from impure 
drugs. Because of this, a great 
many students first come into 
contact with drugs at parties 
where other friends are en- 
gaged in the use of narcotics 
or hallucinogenics. 

Many of the faculty and mem- 
bers of the community believe 
the drug traffic on and off cam- 
pus does constitute a problem 
and a serious one indeed. In 
fact, law enforcement agencies 
in the areas point out that the 
use of drugs in our suburbs is 
so prevlalent that it is now im- 
possible to stop completely. 

The question may be asked, 
when can drug-use beclassified 
as a problem? From a legal 
point of view it is always a 
problem in any way, shape, or 
form for the simple fact that it 
is illegal. Yet, from a practical 
point of view drugs become a 
problem when they are abused 
by the user. 

Drugs become a problem 
when the student starts to lose 
interest in friends and family. 
They become a problem when 
the student would rather "trip" 
than study for the test that he 
is having the next day. When 
this happens, the student's aca- 
demic standing takes a sharp 
drop. Things that once were 
important to the student no 
longer remain important to him 
in his drugged state, he has 
gone a little "spacey." 

Many of the students and 
faculty (interviewed) did not 
believe marijuana to be a dan- 
gerous drug. A greater number 
believed marijuana to be a safe 
drug which leads to dangerous 
drugs. 




Possible 
Pusher's 
Paradise 



The influx of narcotics has 
been so rapid of late that a 
great many myths about hal- 
lucinogenics have been crea- 
ted. A lot of the thingsstudents 
and people in the community 
know about drugs is only here- 
say and unfounded gabble. 

In an attempt todoaway with 
these myths, Tom Anderson, 
head of the law enforcement 
program at Harper, helped to 
organize a drug seminar. Un- 
like most of the drug seminars 
in the past, law enforcement 
agents or users of drugs were 
not the prominent speakers in 
the drug course. The law en- 
forcement agent must always 
take the side against drugs, re- 
gardless of his personal opinion 
for the simple fact that the use 
or possession of drugs is against 
state and federal laws. Likewise 
if speakers who use and ap- 
prove of drugs had been cho- 
sen, they too would be biased 
in their opinion of drugs. Hence 
presentations by eitherof these 
two factions would not have 
accomplished the real purpose- 
informing people of the facts. 
For this reason, factsconcerning 
the chemistry, psychological ef- 
fects, and scientific research on 




narcotics and hallucinogenics 
were presented by distin- 
guished drug researchers and 
professors from other univer- 
sities. Other such programs will 
be offered this Spring to stu- 
dents as well as members of 
the community. 

Every week there is an in- 
creasing number of students 
at Harper who realize that for 
themselves drugs are not where 
it's at, but in no way can they 
stop. Many of these students 
have been caught up in the 



confusion of not knowing 
where to go or how to get 
off the drugs that they were, 
at first, using only for kicks. 
The young men and womeni 
who want help are afraid of! 
being turned-in when they try 
to find that help. Helpforthese 
students, however, is not that far 
away. College administrators' 
such as Dr. James Harvey andl 
Frank Borelli are concerned! 
with these students and are wil- 
ling to help with counseling 
whenever possible. ■ 



iR!r-<"^«!!i)^V*iW 



1^ 



Faculty members such as Tom 
Anderson and Michael Ostrow- 
ski often counsel students and 
point out local organizations 
that have experienced profes- 
sionals willing to handle such 
problems. 

For the students that areseri- 
ous about getting help or just 
want to talk things over, coun- 
selors, faculty, and administra- 
tors are there to give the help 
needed. These men and women 
understand a lot more than they 
are given credit for. 




It is unlikely,but possible, that 
Harper will become the center 
for drug distribution in the 
Northwest Suburbs. This partic- 
ular honor is now held by the 
local high schools. 

Drugs as stimulants and de- 
pressants are here to stay and, 
if corrections of these abuses 
are to be made, education of 
the community concerning 
drugs must begin early, within 
the school system. 

What makes a student who 
uses marijuana a few times so 



different from the ''adult" who 
takes a few alcholic drinks to 
help him "get away from it 
all"? Both of them in theirown 
way are searching for a part 
time release from reality and 
the rat race of books or career. 
Whether or nor the drugs be- 
come a crutch depends on the 
maturity, and the emotional 
and psychological stability of 
the user. It all depends on you. 



Filling A Nee^ 




iby Chris Stanczak 

! Tucked away in the back of Build- this area, and through theregistered 

ling D is the headquartersof Harper's and practical nursingprograms, Har- 

|nursing program. It's hidden so well per College hopes to help fill this 

[that if it weren't for the dental gap. St. Alexius, Holy Family, and 

hygiene clinic, most students Northwest Community Hospitals are 

wouldn't know it existed. most willing to cooperate with the 

Why a nursing program? There is college, since the hospitals hope that 

a shortage of trained personnel in the graduates of these programs will 




ultimately filter back to them. The 
program has been most successful 
and plans are under way to double 
the number of students admitted 
next year. 

In the two year R.N. program, the 
future nurses learn basic nursing 
skills and direct patient care, and 
they gain practical experience at a 
number of hospitals and agencies. 
Field trips to nurseries and nursing 
homes areconducted toexpand their 
exposure to different nursing situa- 
tions. The student nurses lead avery 
strenuous life. They must spend as 
much time on campus as they do in 
practical work at the hospital. Not 
only that but they must make imme- 
diate application of what they have 
learned in lecture to the hospital 
situation. 

This course does not lead into 
teaching or administrative positions 
but the nurses can always return to 
school for a degree in a specialized 
area of nursing. 

The younger woman likes the idea 
of a two year program. It is not ex- 
pensive and opens a quicker path to 
a nursing career. Harper seems es- 
pecially designed for theolderwom- 
an, who has always loved nursing, 
but could never spare the timeaway 
from family or home to pursue a 
nursing career. 

Suprisingly enough, three men are 
in the R.N. program. Male nurses 
are becoming more and more pop- 
ular especially in specialized care 
situations and in leadership. Military 
corpsmen can complete theireduca- 
tion here as well. 

The future R.N.'s spend parts of 
two days per week in hospital work 
for the first year, and parts of three 
days per week the second year. This 
seems to satisfy the criticism most 
three year R.N.'s have of the pro- 
gram—not enough time spent in 
actual hospital situation. However, 
women who have been graduated 
from the Harper program and have 
passed their state boards are doing 
a fine job in their profession. They 
wanted to be nurses, nursing needed 
them, and this, in the final analysis, 
is what it is all about. 




be it the way 

of an education to be 

a nice few year's life scratch, 

just a glancing touch of 

personal effort, involvement, 

or commitment, 

the nice hello, sir, how 

are you today's, the regulation, 

yeah, o.k., see you tomorrow's, 

and in between void, then 

the neat long ride home, 

yes, to begin all over 

again tomorrow. 

are such blinders helpful to a 

decent education, is there 

not quite a bit more entailed in 

a caring responsibility . . . 






-'!**»»•w■^.M^-''^*»^ 



asst- a i-*-^ 



Some time within the next 
year a plan for faculty evalua- 
tion (by their academic superi- 
ors) will be passed and adopted 
by the Board of Trustees, the 
administration, and the faculty 
themselves. The purpose of the 
plan will be to improve Harper 
as an educational institution. 

The evaluation is intended to 
reward those individuals, who 
through their activities, teach- 
ing methods, and general at- 
titudes have added to Harper 
as an educational institution. 
It is also intended, thatthrough 
this evaluation poor curricu- 
lums, any weakness in teaching 
methods, and general ineffi- 
ciency in attitudes will be 
brought to light. Hopefully, 
once any weakness is brought 
to the attention of the instruc- 
tor, it will be improved. The 
implication is clear, though, 
that serious weaknesses will 
seriously affect an instructor's 
salary and, if not improved, 
will result in removal from the 
staff. 

Not a very pleasant thought. 

Harper has been around now 
for three years and you're prob- 
ably wondering what's been 
happening with the evaluation 
up to now. Well, here's the run 
down. 

Several evaluations have 
been drawn up and one even 
made it to the Board. But the 
proposal failed. Thefaculty and 
the board could not come to 



terms concerning grievance 
procedures. In other words 
what happens when the Faculty 
Senate say's that an instructor 
has a valid claim — that he or 
she was misjudged. Then the 
Board comes to the opposite 
conclusion saying that they 
have the evaluators' reportand 
recommendation, and do not 
agree. And remember this is 
dollars, or even an entire ca- 
reer. What happens, who de- 
cides? Well, the faculty has 
claimed that all they could ac- 
cept in a situation of this type 
would be outside arbitration, 
namely the recommendations 
from some national educa- 
tional association as the final 
word in the case. 

I really couldn't say whether 
or not the final decision of an 
outside arbitrator would be 
biased in the faculty member's 
favor. What is clear is that the 
final decisions in this particular 
area, all of which areextremely 
"touchy", would in effect be 
taken out of the Board's con- 
trol. The Board is either afraid 



Faculty: 

the good 
the had 
the missing 

by Michael Copland 



of bias or afraid of becoming 
powerless as a final decision 
maker and the result is dead- 
lock. That is where teacher 
evaluation at Harper stands 
now, and if the problem is 
going to be solved it is going 
to be at the expense of effect- 
iveness in the evaluation. 

Meanwhile, back at the Har- 
per College Student Senate, a 
student form for teacherevalu- 
ation has been drawn up. The 
evaluation was formulated 
from various other university 
student evaluation plans. It is 
intended to give you, the stu- 
dent, a limited, but responsible, 
part in evaluating your instruc- 
tors. The implementation goes 
like this: ''The evaluation of in- 
structors by students shall be 
given to the evaluating agents: 
Division Chairmen, department 
heads or whomever is so des- 
ignated as such. The results of 
student evaluation shall not be 
entered into the record of the 
instructor unless he requests. 
But shall be used in theover-all 
evaluation, and interpreted. The 
instructors and the evaluating 
agents will discuss the results." 

This isn't the entire proposal 
from the Student Senate. But it 
does give a fairly good idea 
of what has been proposed. 

It seems absolutely ridiculous 
to talk about the chances for 
the passage of thestudentform 
when the problem that would 
stop it eventually, is the same 
one that has stopped the rest 
of the evaluation plan, namely 
grievance procedures. Let's 
look atonedifficulty that would 
affect the student evaluation 
even before the problem of 
grievance procedures. Thegen- 
eral feeling of the faculty favors 
the studentevaluationwithone 



12 



very important qualification. 
No mandatory evaluation to the 
evaluators. Evaluations yes, 
mandatory yes— butnotbeyond 
the hands of the individual 
teacher. This is of course a very 
general feeling and individual 
differences do exist, but the 
stumbling block is there. Our 
intentions of improvement, or 
what ever motivates us, seems 
to be either too much of a 
threat or is viewed as valueless. 
Not by all of course but ma- 
jority rules. 

The Student Senate has for- 
mulated the student evaluation 
on the premise that students 
can add objective information. 
The information is worthless, 
though if it isn't given any re- 
spect or any attention from the 
start. Perhaps, there are valid 
reasons for gagging our 
mouths in this area. Maybe the 
information would bevalueless 
or, possibly, too time-consum- 
ing to interpret. Whatever the 
reasons the plan for effective 
student evaluation looks as 
though it will end up as a sim- 
ple suggestion form. 

The value of student evalua- 
tion is an article in itself. The 
arguments are long and often 
times boring. It is an impor- 
tant question though, and rath- 
ler than reiterate a lot of well 
thought-out arguments, I 
thought it might be enlighten- 
ing to ask a typical faculty mem- 
ber to answer a few questions 
in the related area of student 
evaluations. After all, it is more 
important to know that which 
is than that which might, ideal- 
istically, be possible. 

See page 14 for interview. 




THE WAY IT IS NOW— from student, to instructor, to wastebasket! 




The following is a question 
to you as a student. Do we 
have the right to demand that 
a teacher be interested in our 
needs, and our own individual 
learning experience? You're 
damn right we do and that's 
not a speculation. 

Our evaluations as students 
are intended to pressure im- 
provement in poor instruction, 
boring classrooms, and hostile 
atmospheres. And they do exist 
here at Harper, as everywhere 
else. What will happen to stu- 
dent evaluation here at Har- 
per? Well, the faculty will con- 
tinue to protect their power 
position. The administration 
and Board .will attempt gen- 
teely to centralize authority, 
and a few students, about twen- 
ty-nine will continue to talk a 
little about evaluations and the 
student voice in general. An 
evaluation of questionable 
value will be adopted, but it 
will be our place to suggest 
and not to judge, not because 
we are unable, but becauseour 
foreboding, dangerous voices 
are another pin prick in the 
ever increasing threat building 
against faculty elitism. This is 
a complex problem, like all 
problems in interpersonal re- 
lations, but I hope the faculty 
will remember that this col- 
lege was built forstudents. And 
as a bit of information for you, 
the students, a student evalu- 
ation isn't coming. We are not 
going to judge anything with 
effectiveness. Another flop in 
the struggle to participate in 
the learning process. 



The following is a hypothetical interview with a 
non-existant person (Typical Faculty Member) about 
an existing issue. The answer is one of some specula- 
tion on my part, but I feel that they are far more 
than that. I would expect you, the student, to scruten- 
ize this in relation to the problem as I have presented 

it on the preceeding pages. 

-Michael Copland 

COPLAND: Are Students feelings important? 
TYPICAL FACULTY MEMBER: Yes 

COPLAND: Do students have feelings about classes and teacher? 
TFM: Yes 

COPLAND: Are these feelings related to how well the student does 
in a particular class? 
TFM: Yes 

COPLAND: Do you believe in improving a student's education? 
TFM: Yes 

COPLAND: Do you believe in the improvement of the college as 
an educational institution? 
TFM: Yes 

COPLAND: Are you willing to be somewhat experimental in look- 
ing for methods to better the learning experience? 
TFM:Yes 

COPLAND: Do you think communication is important? 
TFM: Yes 

COPLAND: Could you accept a mandatory student evaluation of your 
work as an incentive and for the information which would be given 
to the evaluators? 
TFM: No 

COPLAND: Do you feel that there is more to the teaching process 
than an extreme competence in a particular subject field? 
TFM: Yes 

COPLAND: Since the product of the educational institution is the 
student, in the long run, he or she would benefit from any educa- 
tional improvements, wouldn't they? 
TFM: Yes 

COPLAND: The object of a college is, of course, to benefit the stu- 
dent, isn't it? 
TFM: Yes 

COPLAND: People should be encouraged to think for themselves, 
shouldn't they? 
TFM: Yes 

COPLAND: I'm a student and I try to think for myself, is it impor- 
tant for me to voice my opinions and ideas? 
TFM: Yes 

COPLAND: Do people like to have things they say ignored? 
TFM: No 

COPLAND: Are vou as a teacher afraid of the impact, that student 
evaluations for the evaluator, would have on your job security and 
salary increase? 
TFM: (NO COMMENT) 

COPLAND: Do you think that such an evaluation by the students 
with faculty grievance procedures ending with the Board here at 
Harper would be a power and prestige loss for the faculty— 
TFM: Yes 

COPLAND: Does the faculty in general really not want any strong 
effective evaluation, but rather a weak plan with extensive griev- 
ance procedures which wouldn't lower job security or the faculty 
power position? 
TFM: (NO COMMENT) 



14 







Kl'l'IIWH' i"t> I '^ ^f^im^vrf^ 




SPOTLIGHT 



The spotlight hasfallenon 
the State of Illinois Board 
of Higher Education, the 
group of wise men that gov- 
ern all phases of higher ed- 
ucation in the state. Their 
duties include analizing all 
' idget requests from col- 

p^ for state funds. 
; For many years these men 
^? have been performing these 
Titan tasks solely from an 
administration and faculty 
angle. Now with more than 
400,000 students enrolled 
at over fifty tax supported 
colleges and universitiesthe 
^,, Board (in all their wisdom) 
^has seen the need for, and 
[established the means for 
-student input in Illinois high- 
er education. 

The means, the Ad-hpc 
Student Advisory Commit- 
tee, has been commissioned 
to advise the Board on pert- 
inent issues facing higher 
education in Illinois. The 
mere existence of such a 
committee is indeed monu- 
mentous, and if its recom-- 
^mendations are respected 
represents a giant step to- 
ward the improvement of 
the educational system. | 

The one draw-?back isl 
found in the phrase ad-hoc.l 
The Committee's status istoj 
be reviewed in the spring, at' 
which time they will be dis-i 
banded or granted a per-| 
manent status as an advisory| 
group to the Board. | 



nere is no question as 
to the value of direct student 
input pn so vital a board, 
so while the Board is in the 
spotlight HALCYON urges 
them to grant this commit- 
tee the permanence it so 
urgently needs in order to 
function efficiently. (It is at 
present forced to limit it- 
self in order to make a fa- 
vorable impression on the 
Board.) HALCYON further 
urges that the Board con- 
tinue in its wisdom by re- 
specting the recommenda- 
tions of this committee and 
by treating those recom- 
mendations as the product 
of responsible and con- 
cerned investigation. 

Finally HALCYON urges 
all college students within 
earshot to forward any and 
all suggestions, opinions 
and recommendations to 
the Committee. Although 
the Committee cannot, at 
present, consider issues on 
the individual campuslevel, 
they can, need to, and wish 
to receive input from Illi- 
nois college students. Ad- 
dress all correspondenceto: 
Richard Weinberger, Chair- 
man Ad-hoc Student Advi- 
sory Committee State of Illi- 
nois Board of Higher Educa- 
tion, Suite 230, 666 N.Lake 
Shore Drive, Chicago, Illi- 
nois 60611 



SPOTLIGHT 



Harper touege ivov/u Luiturai Aris ^enes 
Sep25 Oct25 Oct30 Novl3 Nov 24 Dec8 



l:0U;ind8:(IUP.M. 



1:1111 :h|. I S.IHI l'.\I. 



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Collf^t: Ccntt-r l.oiilif^c 



H;UU I'.M. 

Lecture— Demo Center 



. lii.l.ilWt.JraliJ 



DecU Jan 7 Ian 15 Feb 9 Feb 12 Feb 26 



1:00 and 8'.U0 P.M. 



12:00 iiuiiii 1:00 :iml 8:00 I'.M. 

College Center Lounge I ilm s^rrtv.' u.i.tit.rrinn-' 



l:00:iinl»:OOI>..M. 



8:00 P.M. 
Lucation to be 

l.ccliircScricv. H/i/jili 



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. (...liiuii l...i.J..n ph.auE- ■•Coniumoi Probk-ms ^nd C. 

:uv -wriliT -Vnr.-.iiumi ti:is Rc^p(ln^ibllil>*.■■ Nadcf. an ailtx 



Mar 12 Mar 16 Mar 19 Apr 9 Ai)rl4 Apr 23 



1:00 and 8:00 I'.M, 




THEATER OF THE ABSURD 

by Eileen Oswald 



"Hey Baby, are you going to come and groove to 
the Soul Machine?" 

"Dear me, no Susan. I have not the shghtest inten- 
tion of attending that sort of festival!" 

"But man, like why not? It's really gonna be a gas! 
Everyone'll be there." 

"I do not intend to be seen at a— what do you say 
. . . er,— 'Soul Picnic'. I have more important things 
on which to spend my time; books and Cultural ma- 
terial. I do not have time for silly things like the 'Soul 
Machine'— what ever that is. What is a soul machine 
anyway? I mean what does it do? Make soul?" 

"No, man, you've got it all wrong, you aren't dig- 
gin' it at all. The "Soul Machine" ain't an it, it's a 
Them! It's a group, and they're gonna be playing at 
Harper on January 7, if it's culture you want. Boy, 
this is the place! It's right here, and just a small part 
of Harper's Cultural Arts Series!" 

"Really? You don't say. Tell me about it." 

"Well, it's like this man-like-it's in three parts— you 
dig? The first is the Lecture Series. Now man, like 
this includes guys like Julian Bond, Capt. Terence 
O'Neil, and Ralph Nader, along with Dr. Russell Kirk 
and Nickolas Lindsay. They all get up there and do 
their thing just the way it's happening. 

"The second is the Film Series. These include 'Lord 
Jim', 'Alfie', 'Through a Glass Darkly', 'A Patch of 
Blue', 'Rashoman', 'Blow-up', 'Shoot the Piano Play- 
er', and 'The Bicycle Thief. 

'The third big one is the concert series — man, like 
they're for everybody. They range from Josh White 
Jr., to Chicago's Brass Quintet, with the Soul Ma- 
chine (remember), Purdue's Collegiate Singers, and 
Francisco Espinosa - a Spanish guitar picker - thrown 
in for color. 

"I mean, like man, jf you don't groove with those, 
you're really out of it. They're all what's happening 
NOW! You dig?" 

"Yes, I am . . . er, ah . . . 'getting with it', how did 
Harper happen to acquire these . . . ah . . . er . . . 
psycodealick . . . no . . . er . . . grove . . . groovey 
lartists?" 

j "Well, like you see, there are six of the gang from 
JHarper that grab 'em. The gang's got six students 
- you know like you and me, and six teacher types. 
'They get together and plan for these happenings a 
jwhole year in advance, to make sure we have 'em. 
The only thing that keeps the happenings from hap- 



penin' is the law. If you don't dig, man, ask that 
Groppi cat." 

"Oh, how exciting, and how do I attain admittance 
to these events? And where should I go to be a part 
of them?" 

"Well Baby, it's like this - all the programs will be 
thrown in the E 106 right here on campus, except 
for the real biggies which go on wherever there is 
enough floor space for all the groovers. And, you'll 
like this, students, faculty, and staff of Harper Col- 
lege are let in free like, and you need your I.D. card, 
of course. Getting in for the public is as little as: 
adults-Sl.OO, students-. 50, for the Film Series; the 
Lecture and Concert Series only $1.50 and .75!" 

"Gee, I must say, I do think I shall go to some 
of these Cultural events! But excuse me now, Susan, 
but I must dash off to my Quantum Mechanics class. 
We must talk again, soon. Good-bye." 

"Right, Solid!". 

One month elapses . . . 

"Hello there, Susan? Remember our last long con- 
versation? Well, I've been 'booking it' quite a bit 
this month, I am afraid that I have forgotten most 
of those interesting events that you informed me of. 
My studies now permit a margin of free time; what 
is occuring presently?" 

"Oh that's really fine! No, it's not too late for you 
yet, you're all right! There are still such neaty-keen 
biggies left, such as: On April 9, (8 p.m.), we are all 
hangin' in for the poetry reading with Nicholas Lind- 
say. 

Well, maybe this is too heavy for you, are you right 
for a brass quintet? On April 14, at 8 p.m. the Chi- 
cago Brass Quintet will be here. Their music'll include 
music of the 15th Century through the avante grade 
composers of today. This is followed on April 23 by 
the "Bicycle Thief", a film of a man and his son 
searching the streets of Rome for a bicycle which was 
taken from them. This one will be shown twice, once 
at 1 p.m. and at 8 p.m. 

"See George, there are still three big parts of the 
Series left, so if it's culture you want. Baby, get on 
in there!". 

"But, er. Sue ... I don't have anyone to go with!". 

"Well, don't worry about that. Baby, there'll be 
a lot of kids going. I'm sure you'll find someone 
who'll . . . ". 

"No, I, un, just, un . . . " 



19 







Julian Bond 



PABLO 
WHO? 




There have been rumorsthatsome 
Harper students are uncultured in 
the fine arts. The ignorance of one 
such dumb-dumb is evident in the 
following account, of Harry Flunkow- 
ski's tour through the art wing of 
Building C— 

As I entered the Art wing all of 
my senses were immediately alerted 
to the atmospherewhichsurrounded 
me. The smell of turpentine,lacquer, 
and paint was strong and burnt my 
nostrils. After having taken three 
more steps, into the room, I found 
my feet emerged in a substance 
which remained on my shoes, for 




my entire trip through "Never-Nev- 
er" land. One wall of the studio 
was devoted to large glass windows. 
Rooftops, and cars being towed in 
the background added to theartistic 
atmosphere. I spyed signs with words 
of wisdom, such as "Please flush all 
paint etc. from sink", on another 
wall adjacent the windows. 

Once I was well within the con- 
fines of the room, my eyes focused 
upon a "glamorous" model. She 
moved her voluptuous body into 
a different pose and once again the 
art students tried to capture her 
femininity in lead sketchings. After 
the lapse of a few minutes the model 
once again changed her stance. 
Those students who had been slow 
with their sketching grunted and be- 
gan to draw the newly positioned 
figure. In a matter of minutes the 
session in life drawing had come to 
an end and the model put a robe 
around her body. The students be- 
gan to rise and started to "art" 
around, so I continued myself guided 
tour. 

By walking around a partition I 
came upon a student engaged in 
drawing still life. Still life generally 
consists of sketching of dead tree 
bark and empty wine bottles. Scenes 
such as these are usually handled by 



the Drawing I classes. These are 
students who are not quite ready for 
the real thing. It is not too often 
that you will find a piece of dead 
bark move, as do the models. When 
the tempermental "artist", noticed 
that I had been watching her, she 
began to work her nimble fingers 
vigorously. In a very shorttime mon- 
sterous wine bottles began toappear 
on her canvas. 

As I walked through the final sec- 
tion of the art wing I entered into 
a room chuck-full of large canvases. 
These canvases, had to have repre- 
sented the asperations and attitudes 
of a certain "breed" of students. 
Words could not begin to describe 
how I felt when I got a good look 
at some of these works. 

Staggering to the exit of the art 
wing, I was certain that my mind, 
soul and person had been improved 
in the area of the arts, because of 
my self guided excursion through 
this interesting wing of Harper 
College. 

Because of my success, with my 
tour of the art wing, I plan in the 
near future to make an equally ex- 
citing tour of the MENS' Johns. 





WIPE 

THAT 

SMILE! 




24 



'oH V)^AK M^- Get- ?>f^cK ii^-[W^Ke — 



Oa/E -7-bvoEL CAfiV Pur OS -rH-R-r ^1uc^^ ov/El? But>eET") 




Alright Dad — If I catch you with 

my cigarettes again I'm telling ma. /, '//( 







Fenster — Never in thirty years have I 
seen such a shamless attempt to fix 
a grade. 




\ Lynette's Look 




The action on the court begins 
with thirteen men going out for 
warmups, a prelude to the action 
and suspense that will develop and 
grow after the first jump ball. 
Cheerleaders leading chants, an en- 
thusiastic crowd, (minute, but non- 
theless enthusiastic) and a pom-pom 
squad performing during half-time 
is only a fraction of the ball game. 
The most action is provided by those 
five men in maroon out thereonthe 
court. 

With the coaching ofJohnGelch, 
the thirteen men on our team prac- 
tice three to four times a week and 
often play two games a week. Prior 
to the beginning of the season it 
was not unusual for these men to 
practice five to six times a week. 
Since October fifteenth, these men 
have been working on rebounding, 
accuracy in shooting, the ability in 
shooting, and the feel of where the 
other four members of the team 
are at all times on the court. 

One of the most difficult factors 
in basketball at Harper is that every 
jyear there are different men on 
the team; the number of returning 
players is always very small. Conse- 
quently, it may take the team until 
the middle of the season before they 
can really play as a team. I fear 
this may have been what happened 
this year. Though the team turned 
in a poor record, there was still an 
air of excitement at the games, for 
the men did not give up. Whichever 
team they played, they played to win. 
A special thanks should beextended 
to the men on our basketball team, 
for they have done wonders for ad- 
vancing the school spirit at Harper. 
There was a time when the students 
did not even know that we had a 
team, or for that matter an athletic 
program. But the men on the team 
have added a spark not only to the 
sport when they are on the court, 
but also to the students on campus. 
Though the student following of 
sports, and of school functions, in 
general, is not very good as yet, it 
has more than doubled since last 
year. With the help of men such as 
those on our basketball team, it will 
continue to grow. 






u\ 




Yes, 



we did 
win 
a few- 



BASKETBALL SCOREBOARD 




HARPER 


OPPONENT 




79 


Elgin 


87 


60 


Amundsen 


84 


71 


DuPage 


83 


59 


Thornlon 


84 


56* 


Trilon 


51 


74 


Wrighl 


80 


76* 


Lake County 


74 


65 


Prarie Slate 


83 


80 


McHenry 


83 


72 


De Paul Freshmen 


85 


65 


DuPage 


72 


79* 


Morion 


71 


46 


I.S.U. Freshman 


88 


68 


Kennedy-King 


57 


72 


Trilon 


78 


79* 


Morton 


59 


74 


Amundsen 


79 


74* 


Kendall 


69 


73 


Elgin 


93 


63 


Malcolm X 


90 


84* 


Waubonsee 


83 


86 


Lake County 


96 


81* 


McFHenry 


75 


88 


loliet 


105 


79 


Trilon 


81 


•Won 







28 




"Skyway" 
Breakaway 



September of 1970 will mark the 
beginning of the "Skyway" confer- 
ence which Harper along with Tri- 
ton, Lake County, Elgin, McHenry, 
and Waubonsee Colleges will par- 
ticipate in. 

These six schools are now affiliated 
with the Northern Illinois JuniorCol- 
lege League, and will complete this 
school year with this league. This 
Northern Illinois League consists of 
twenty-four member colleges and 
due to the disadvantages of a con- 
ference of this size, two conferences 
have been formed in place of the 
one this year. 

One of the main reasons for break- 
ing away from this league was the 
lack of communication between the 
member schools. It was difficult to 
keep track of what all the colleges 
were doing, and if they were abiding 
by the league rules which evidence 
has shown some were not. Also, 
with a league of this size it was im- 
possible to play every college in each 
sport. Some of the colleges offered 
only one or two sports thus placing 
an emphasis on this sport, which 
naturally gave them an advantage 
over the colleges they competed 
with which did not emphasize any 
sport in particular. 

The "Skyway" conference carries 
a different philosophy. It's members 
believe in a well rounded athletic 
program that allows and urges the 
students to participate in more than 
one sport. 

When news of the "Skyway" con- 
ference first reached the ears of 
the other colleges in the league there 
were shouts of protest. Accusations 
of racism and segregation were 
made. Harper, among others, was 
accused of trying to segregate the 
suburban colleges from the Chicago 
colleges. However these accusations 
can be proven false. 

First of all, of the twenty-four 
colleges in the old league, all those 



within an eighty mile radius of the 
charter colleges were asked to join 
"Skyway". Secondly, out-of-confer- 
ence scheduling is much easier. Each 
college will play the other colleges 
twice, and still have out-of-confer- 
ence colleges to play. By playing 
out-of-conference colleges prior to 
the beginning of theconferencesea- 
son, our teams will be able to get 
much needed experience in their 
particular sport. 

Because the sixcollegesconcerned 
are close as compared totheschools 
in the old league, the athletic di- 
rectors are hoping that natural ri- 
valries will develop between the col- 
leges. This sort of rivalry would give 
added enthisiasm to the athletes, 
and to the student bodies. Also, 
because the teams are within an 
eighty mile radius, travel time will 
be cut and due to geographical 
proximity, the conference will be 
aware of what is going on at all 
times. Thus rules can be better en- 
forced at all colleges. The job of 
obtaining officials will also be made 
easier, for the officials will be will- 
ing to travel the shorter distances. 
The final advantage, and one which 
will probably interest the Harper 
Board of Trustees, is a cut in finan- 
cial cost. This will be mainly due 
to the cut in travel time. 

The constitution of the "Skyway" 
conference resembles the old league 
very much. Eligibility rules have re- 
mained the same, as have many of 
the rules concerning the individual 
sports. However there are some dif- 
ferences which warrant mentioning. 
The "Skyway" constitution calls for 
a minimum of six and no more than 
eight colleges inparticipating. These 
colleges must be with-in an eighty 
mile radius, and all colleges are 
commited to participating in at least 
six sports. The sports they must have 
are: cross-country, golf, basketball, 
wrestling, baseball, and tennis. 



Those sports they have which are 
not on this list they schedule with 
colleges not in theconference. (Have 
hope, within the next two or three 
years "Skyway" hopes to add foot- 
ball to this list of required sports). 
It has been decided that recruiting 
is permissible within the college 
districts. However, outside of the 
various districts it is illegal, as is 
any type of financial assistance 
whether in-district or out. 




Dr. lames Harvey, president of Skyway 

Dr. James Harvey, the presidentof 
the "Skyway" and HarperVice-Presi- 
dent of student affairs has great 
hopes for the success of "Skyway". 
He along with Mr. Gelch, Harper 
athletic director is worthy of a large 
round of applause. It is their hard 
work, and that of the equally in- 
volved men from the other five col- 
leges which has made it possible to 
begin the "Skyway" conference in 
September of 1970. "Skyway" will 
help to provide the colleges with a 
more-than-adequate athletic pro- 
gram geared to the needs of the 
students. 



29 



Blood, Sweat, and Tears 



Blood, sweat, and tears-this 
is what goes into Harper's 
wrestling team. They may be 
afflicted by anything from mat 
burns to broken arms, which is 
what Tom Wahlund received in 
one of the first meets. 

If you ever saw these men 
work out before a meet, you 
would agree that they dosweat. 
They may run up to five miles 
before they even start to do 
calistentics, or begin working 
on the mats. (Which, by the 
way is one of the ways they 
keep their weight down before 
a meet. The wrestler must not 
weigh even an eighth of a 
pound above his weight class 
an hour before the meet.) 

Tears, perhaps not literally 
speaking, but if a wrestler loses 
a match he hasnoonetoblame 
but himself, for wrestling is a 
personal sport. There is no one 
on that mat but the wrestler, 
his opponent, and the referee. 

Harper's team this year is 
composed of ten men under the 
direction of Ron Bessemer. With 
Bessemer's coaching and the 
men's hard work the team has 
done exceptionally well at the 
meets, their losses due mainly 
to a lack of men to fill the 
weight categories. They work 
primarily on three points: en- 
durance, speed, and strength. 




However they all agree that a 
main part of wrestling is psy- 
cological. If a wrestler "psyches 
out" or gives up before the 
match is over he might as well 
forfeit, for he has lost. 

I spoke with three of the men 
on our team, and I would like 
to tell you what I learned. To 
begin with, all three men, Mike 
Ferguson, Tom Nuesus, and Ray 
Vitha, agreed they were out for 
wrestling because they enjoyed 



the sport, and thecompetition. 
When asked if they had any 
special rituals they went 
through before a meet to en- 
sure a win Mike and Ray both 
pointed to Tom. It seems that 
Tom follows Mike onto the mat, 
and If Mike has won Tom will 
wear his headgear, if he lost, 
Tom immediately uses Ray's. 
At this time Ray is still not 
assured of a win. He now pro- 
ceeds to throw his warmup 



30 




jacket on the floor, and goes 
through a number of gyrations 
before he limply shakes his op- 
ponent's hand and begins to 
wrestle. However ridiculous 
this may sound, don't knock it, 
it works! 

Blood, sweat, and tears, not 
to mention hard work all have 
a part in wrestling. From the 
looks of the team the hard 
work has paid off, and the 
rest is just a part of the sport. 



Tom Nuesus, National Champion at 150 lbs., 
and Junior College Ail-American (in while). 







WRESTLING SCOREBOARD 






HARPER 


OPPONENT 




12 


Blackhawk 


30 


13 


Triton 


29 


21 


U. of III. (Chicago) 


18 


9 


Lake County 


29 


9 


Triton 


29 


45 


Amundsen 


5 


14 


Joliet 


21 


40 


Kendall 


5 


30 


Wheaton 


5 


31 


Prairie State 


13 


14 


DuPage 


20 


73 


Danville 


30 


40 


Thornton 







Meramac 


26 


26 


Morton 







III. State U. Frosh 


70 


14th Nat 


onal Junior College 




29 


Wright 


8 




Tournament 





31 



Dispelling "The Myth" 



In December we devoted a large 
portion of this magazine to wliatwe 
termed The Great Harper College 
Myth, and attempted to point out 
the reality of Harper's leadership in 
the education field. To reinforce this 
position we sent Marty Lyons to find 
specific areas of this leadership. Her 
findings show that Harper is com- 
mitted to constructive academic in- 
novation. 

What is academic innovation? Ac- 
cording to John Thompson, division 
chairman of the Life and Health Sci- 
ences, it isacontinuingprocess with- 
in the realm of education. Dr. Clar- 
ence Schauer, Vice-President of 
Academic Affairs, states that innova- 
tions is reaching for a goal which 
will make the student's learning ex- 
perience the best possible, both in 
and out of the classroom. 

In presenting the various innova- 
tions which were cited in my inter- 
views, I will first deal with the in- 
dividual divisions. Business, Math, 
Engineering and Technology, Social 
Sciences, Communications, and Hu- 
manities. Secondly, I will deal with 
such programsas Learning Resources 
and GT70 which affect all of thestu- 
dents. 

Our electronic age has made most 
of the innovative ideas in Business a 
reality. The first innovation cited in 
this area is the use of pre-taped 
materials in Accounting classes. In- 
dividual Harper instructors have pre- 
pared and taped lectures to use with 
their courses. The value of this type 
of presentatkin is that certain in- 
structors who are experts in one or 



two areas of Accounting are able 
to teach those those specialties not 
only to their classes but to other 
related classes. This tends togivethe 
students the best possible explana- 
tion of all areas of Accounting. 

The second innovation, Charles 
Falk, Business Division Chairman, 
pointed out is the use of multiple- 
track tapes for students takingdicta- 
tion in Shorthand. Each track of the 
tape is a recording of the lesson at 
a different speed. Thus a beginning 
student can use a slower speed while 
a more advanced student is using 
a faster speed. Anyone who has 
taken shorthand can visualize the 
advantage of this. These multiple- 
track tapes may also be used in 
foreign language labs. In this in- 
stance, the student switches to the 
speed at which he is able to keep 
up,and answer questions. Eventually 
multiple-track tapes will be used for 
foreign languages as well as for 
Shorthand at Harper. 

The third new idea is the flexible 
lab system which employs a full 
time lab technician, in order to pro- 
vide more lab time for studentswho 
wish to use it. This also allows stu- 
dents to go to lab whenever they can 
if the scheduled lab conflicts with 
their otherclasses.Thissystem makes 
scheduling easier for Business stu- 
dents. 

The last program introduced in this 
area is not electronical, but is of 
great value. The Business division 
is offering a course in Supermarket 
Management for those studentswho 
are interested in managing super- 



markets. With our increasing popula- 
tion we have had an increase in 
supermarkets, which has caused a 
severe shortage of "good" manage- 
ment people in this area. Thus, 
through this program. Harper hopes 
to help reduce that shortage and 
thereby serve the community. 

Harold Cunningham is integrating 
Fortran computer programing into 
his Technical Math course. The pur- 
pose of this program is to famil- 
iarize students with the computer 
and to show them what it can do 
for them such as solving math prob- 
lems. Eleven math instructors will be 
using Fortran in their courses. The 
success of this program depends 
upon the educating of the instruc- 
tors in the use of Fortran and the 
obtaining of the computers for class 
use. 

There are many different depart- 
ments in the division of Engineering! 
and Technology; Architecture, Num-i 
erical Control, Electronics, Mechani-: 
cal Design, and Engineering will be! 
dealt with in the following para-j 
graphs. Because of their scientific' 
nature, these are the most innova-| 
five departments in this division atj 
the present time. j 

The student Architects at Harpen 
are gaining practical experience by ! 
helping the teens of the Palatine j 
Youth Organization design their own i 
teen center. The students are working i 
with the teens under the supervision j 
of two architects on Harper's staff, i 
This experience is invaluable to the ! 
students for many reasons, but the ; 
most important is that they will find | 



32 



Harper leads the nation in the use of on-line 
computer registration. 



by Marty Lyons 

out if they really like architectural 
work. 

Through the use of computer de- 
sign and similar tools the depart- 
ment is keeping up with the latest 
techniques in Architecture. This will 
help the students because they will 
be able to go right into a work situ- 
ation with the knowledge of the 
most current ideas in the field. 

There is little knowledge among 
future college students of Numeri- 
cal Control, automated manufac- 
ture. In automated manufacture a 
punched tape is used to control a 
machine that makes a certain part. 
Throughout this process the parts 
are never touched by human hands. 
Since so little is known of the op- 
portunities available in this field. 
Harper personnel are going out to 
the surrounding high schools lO in- 
form the students. 

In Electronics there is an open lab 
system similar to that in Business. 
The main purpose for the system in 
Electronics is to provide extra prac- 
tice time for students who wish to 
use the lab more than is required. 

The almost impossible use of the 
large lecture hall for Mechanical De- 
sign has been achieved through in- 
creased use of audio-visual mater- 
ials. By using the lecture hall more 
tools are available to more students 
fhan are available in small classes. 
Mso, in this area televised instruc- 
Mon is madeavailable in the learning 
resources building. Televised instruc- 
tion is a product of our electronic 
age, but its affects cannot be eval- 
uated until it has seen more wide- 
spread use among colleges. 





a 



continuing 
process 



One of the first audio-tutorial sys- 
tems at Harper is the Engineering 
department. This system, which is 
being used in Engineering Mechan- 
ics, is a tape recordingof the lectures 
given by an instructor. The students 
go to the learning resources building, 
sit in a study carol, and listen to 
the tape as many times as they want. 
Learning requires repetition; this sys- 
tem gives the students the repeti- 
tion they need and the repetition 
that the instructor cannot give. 
Therefore, students who are having 
trouble with the subject may help 
themselves in this way. 

The Social Science division is of- 
fering a unique set of one hour, one 
credit conference courses in U.S. 



History, Sociology, and Psychology. 
These seminars enable an interested 
student to delve into his subject 
more thoroughly by engaging in in- 
dependent study and research. These 
courses are unique; Harper is the 
only community college in Illinois 
that offers them. 

In Psychology approximately fifty 
energetic students are gaining ex- 
perience with children by going out 
into the community as teacheraides. 
Some of these students work at 
Countryside and Little City, schools 
for the handicapped; others work 
in regular schools. Another group 
of students is working in some of 
the area High Schools with young 
people who have the same prob- 
lems as they, the Harper students, 
have faced. This is on a one-to-one 
basis and has shown that if a Har- 
per student who is having trouble 
with grades, counsels a high school 
student with the same problem both 
students benefit from the experi- 
ence. 

During this semester some of the 
therapy methods used at Little City 
are being video-taped. These video- 
tapes will then be used in Harper 
psychology classes to show students 
the procedures they have encoun- 
tered only in their texts. Since it is 
most impractical to take these psy- 
chology classes to Little City for 
observation, because of class size, 
this use of video-tape will be of 
benefit to the students. 

The Criminal Investigation course 



is broken down into three, four 
week sections so that experts can be 
brought in to lecture on their par- 
ticular area of expertise. As Larry 
King, Social Science Division Chair- 
man said, "it would be impossible 
for one person to become an ex- 
pert on every aspect of Criminal 
Investigation; this way students get 
the benefit of numerous specialists 
lecturing for them." 

Robert Lakatos conducted a non- 
testing course in Psychology last se- 
mester and the students graded 
themselves at the end of the course. 
The emphasis in this course was on 
learning for the sake of learning, 
rather than learning for thesakeofa 
grade. Lakatos said that about half 
of the students did the work and 
about half of them did not. This 
type of course is revolutionary in 
that it defies the standard reinforce- 
ment system we now have in educa- 
tion, working only for reward, a 
grade; and if we happen to learn 
something along the way that's fine 
but it doesn't have any bearing on 
the reward. 

Various instructors in Social Sci- 
ence are spelling out the objectives 
of their courses at the beginning of 
the course so that thestudent knows 
what is expected of him. 

These are titled Behavioral Ob- 
jectives. A "pre-test" is given to the 
students at the beginning of the 
course to determine how much the 
student already knows about the 
subject; and a ~post-test'will begiven 



34 



'at the end of thecourse todetermine 
how the course has affected the stu- 
dent. With this system the instruc- 
tors can find out where they need 
improvement in theirteaching meth- 
ods if the students were not affected 
as the instructors thought they 
ishould have been. 

Finally, this division isallowing the 
High School seniors from district214 
to take college level courses on our 
'campus. The students gain three 
hours of college credit which they 
may transfer to any other school or 
use at Harper if they attend Harper. 
These seniors get a taste of college 
i level courses and it is hoped that 
some of these students will attend 
Harper after graduating. The division 
does hope to expand this program 
in the near future to include other 
high school districts. 

In the Life and Health Sciences Di- 
vision there is a behavioral objective 
program also. In this area the student 
lis given an outline of the informa- 
tion he must know and what he 
'must do with that knowledge. A 
hypothetical example of a statement 
that might appear on thebehavioral 
'objective outline for a biology stu- 
dent is: "given a diagram of meiosis 
a student will be able to name the 
various stages and describe their im- 
portance." This program identifies 
teaching goals and outcomes, much 
like that in the Social Sciences, but 
'here the instructors refer to a pam- 
phlet which tells them how well the 
students learned the materials. 



In the Communications division 
there are two innovations very 
worthy of mention here. The first 
of these is the Eight Pack Intensive 
Criticism (EPIC) program. The stu- 
dents taking part in thisprogramare 
from regular 101 and 102 English 
classes. They sometimes meet in 
their sections of twenty-five, some- 
times in large lectures with three 
sections, but most of the time they 
meet in groups of about eight with 
an instructor. The purpose of these 
groups is to criticize each other's 
themes. Thisgiveseachsiudent more 
individual instruction than is often 
possible in a normal college class- 
room situation. 

The second new idea is the Honors 
Tutorial System in which a number 
of students, chosen on the basis of 
their high school grades and achieve- 
ment test scores, meet privately with 
instructors. They have no class per 
56, but do receive specific theme 
and library assignments from their 
instructors. Only certain students 
are chosen because of economic 
reasons. This is a very valuable ex- 
perience, but to do it on a wider 
scale would require a great deal 
more funds than are presently avail- 
able. 

Humanitites is the last individual 
division which has shown innova- 
tion. The first innovation is in Art 
Appreciation in which Jack Tippins 
is making slide and move equip- 
ment available to students whowish 
to makeavisual presentation instead 



of writing a paper. This has been 
made possible mainly because of an 
increased availability of audio-visual 
equipment, but is a logical idea 
for the simple reason that art can 
be shown better than it can be 
described. Also this gives the other 
students the benefit of their fellow 
student's creativity, whereas in a 
paper only the instructor benefits. 

In Music anelectronicpianostudio 
makes pianos and individual instruc- 
tion accessible to up to twenty-five 
students at a time. This is especially 
valuable since the mastery of any 
musical instrument depends upon 
the amount of practice the student 
engages in. 

A Community college has a duty to 
reach out to the needs of its com- 
munity. Harper is doing thisthrough 
the Continuing Education program. 
A steering committee has been set 
up to survey the needs in the field 
of Business and Industry. Through 
this steering committee Harper has 
formed two Business Seminars. The 
first one, held in early February, was 
aimed at middle management. That 
one was in conjunction with coach- 
ing and development. Thethesiswas 
"How do you encourage your sub- 
ordinates to become better?" 

Harper is offering regular adult 
evening courses at Long Grove 
School in Buffalo Grove. The four 
courses offered are Introduction to 
Business Organization,Literature,Po- 
litical Science, and Introduction to 
Psychology. The steering committee 



35 



Thin king -In novation 



Found that there was a need tor 
these courses in Buffalo Grove and 
recommended that they be offered. 
Harper is thus reaching out even 
beyond its "own' community. 

Dr. Omar Olson, Dean of Contin- 
uing Education, hopes to have Har- 
per designated as a GED (General 
Education Development) Testing 
Center. This is a test that is given 
to adults who have not graduated 
from high school. If they pass the 
examination they are presented with 
a certificate of completion of high 
school. These adults will bedirected 
to adult education courses near their 
homes if they wish to prepare before 
taking the test. 

Harper is working with Northern 
Illinois University and four other 
community colleges (Triton, Elgin, 
McHenry, and Lake County) to set 
up a graduate course, the Essentials 
of School Law for the benefit of 
local instructors and administrators. 
The course will be taught at Har- 
per and televised on the other four 
campuses for classes there. 

A secretary refresher course was 
set up for secretaries returning to 
work after raising families. These 
women were taught how to use 
current office machines and they 
were able to increase their typing 
and shorthand speed through prac- 
tice. The main innovation in this is 
teaching by "'increased compe- 
tence." I mean that the secretaries 
could start at their level of compe- 
tence, increase it, and then repeat 
the course to increase their com- 
petence even more. 

The Human Potential Seminar is 
not a sensitivity training group. It 
is a small group of students, guided 
by Sharon Zamkovitz, which evalu- 
ates each student's goals, strengths, 
and weaknesses. If you are taking 



a foreign language, you may re- 
member Dr. Yates speaking to your 
class about these seminars. Their 
main purpose is to provide an op- 
portunity for a student to evaluate 
his goal in life. 

In the final section of this article 
I will deal with the programs which 
benefit most students. These include 
all of the Harper learning resources 
and the GT70 plan. 

In the Learning Resources Center 
(Building F) all of theequipment may 
be used by the students. The most 
widely used resource is the Library. 
There is one unique thing about 
Harper's library as a college library: 
all of the materials the library has 
are listed in the card catalog no 
matter what form they are book, 
record, or microfilm. According to 
Dr. George Voegel, Dean of Learn- 
ing Resources, m.ost college librar- 
ies list only books in their card 
catalogs. 

In addition to the library there 
are many audio-visual aids which 
any student may use upon request. 
The center has facilities for video- 
taping and soon will have all the 
area television channels available 
in every classroom. 

Croup Ten Colleges for the 70's 
(GT70) is based on the motto "Car- 
ing and Sharing." This means caring 
about quality instruction and sharing 
ideas. As the title implies this is 
a group of ten colleges. The head- 
quarters are in Miami, Florida and 
the other nine colleges are in vari- 
ous states across the country. The 
group holds innovation institutes 
where individual instructors, who 
are deemed innovative and creative, 
present their ideas. 

In that "What's New" series inno- 
vative instructors such as Harper's 
Rose Trunk present their ideas on 




36 



video-tape. These tapes are sent to 
Miami where they are screened. The 
best tapes (ideas) are then sent toj 
other CT70 colleges to perhaps help' 
them by solving a particular problem 
they have. i 

Also the various GT70 colleges' 
tape the guest speakers who visit ^ 
their campuses. For instance, on De- 
cember 8, Captain Terrance O'Neill ; 
spoke at Harper. His speech was ' 
taped and is now available to not 
only Harper students but to all stu- 



-Learning 




dents on other GT70 member cam- 
puses. A bibliography of the avail- 
lable tapes is published frequently 
land sent to all member schools. 
The main purpose of the Croup 
Ten colleges is to help member 
colleges and other community col- 
leges solve the problems that all 
developing community colleges 
face. By solving these problems for 
other colleges and sharing ideas 
,with them, there can be more in- 
novations on all campuses. The rea- 



son for this increased innovation is 
simple; if less time is spent worry- 
ing about how to solve problems, 
then more time can be spent in 
thinking out and planning construc- 
tive innovations. 

Harper is living proof of how suc- 
cessful this Group Ten plan is al- 
ready. GT70 will continue to be 
successful as it grows and need for 
successful community colleges be- 
come greater. 

Innovation is happening on our 



campus. During my interviews I came 
into contact with some very crea- 
tive minds among instructors and 
administrators. Perhaps not all of 
the programs contained in this arti- 
cle are unique and different, but 
they show us that the people who 
are educating us are thinking. Think- 
ing leads to innovation: innovation 
leads to learning. 



37 



w^ 




Welcome to Nowhere U.S.A. 




The Establishment's Estahlishment 



I. Vadon 



Well students, since the last 
issue you've had us fooled. 
Where exactly do you spend 
your free time? It is evident 
from last semester that every- 
one wan't hitting the books, 
or the academic probation list 
wouldn't be so long. However, 
be that as it may, you havesuc- 
ceeded in hiding from us for 
the last four months. Although 
looking forHarperstudentswas 
a great waste of time, infor- 
mation gained in the search was 
quite interesting. 

A number of entertainment 
and eatingestablishmentsseem 
to be dying out due to a gen- 
eral lack of customers. Throw- 
ing out the ''welcome" mat 
to Harper students would beof 
great help to such places, but 
it looks as though they want 
no part of it. What it actually 
boils down to is that the stu- 
dents money is welcome, but 
the students themselves are 
not. Although such a statement 
Is rather crude and general, it 
is, nevertheless, true. 

We can assume that students 
from this college are welcome 
at any local establishmentserv- 
ing the community, as individ- 
uals. However, as of this edi- 
tion, no attempt has been made 
to secure patronage from Har- 
per students, as Harper stu- 
dents! This is easily supported 
by the HARBINDER, whose lack 



of advertising from these night 
clubs, pubs, etc., reveals a gen- 
eral lack of interest in the col- 
lege and a disregard of the 
purchasing power of its stu- 
dents. 

Perhaps there is a general 
fear that all Harper students 
can add to an establishment is 
trouble. If a group of Harper 
students does cause trouble in 
an establishment, a general ref- 
erence is usually made to the 
poor conduct of all Harper stu- 
dents. Any Harper student can 
find himself vulnerabletoevery 
generalized statement made 
about this college. Placed in the 
position of being representa- 
tive of a student body num- 
bering over five thousand, 
everytime a student lends him- 
self to poor conduct the rest of 
the college pays. However, to 
assume that all Harper students 
are immatureduetotheactions 
of a few is unjust, and holds 
little weight against the advan- 
tages of student patronage of 
an establishment. 

Another fear demonstrated 
by owners of establishments is 
that, if he has a liquor license, 
somehow Harper students will 
be responsible for his loosing 
it. However, through the years 
establishments have survived 
the "over-under-twenty-one" 
problem with little or no dif- 
ficulty. One such establishment 



39 



.-x-*^^ 



is the '"Beef-n-Barrel", located 
no more than one-half mile 
from this campus. Unfortun- 
ately this publication hasfailed 
in its attempt to generate sup- 
port through advertising in time 
for this issue. Wesincerely hope 
that it is not a lack of visual 
perception and an attempt to 
disregard the responsibility 
"Beef-n-Barrel" has, not only 
to this college, but to the com- 
munity. 

Actually what it boilsdown to 
is that Harper students need an 
establishment that is ready to 
recognize this institution as 
having a secure place in the 
community, and "Beef-n-Bar- 
rel" seems the likely choice. 
Let's hope they publicly open 
their doors to our campus and 
announce their approval of our 
patronage. At any rate, we in- 
tend to keep students informied 
of all establishments thateither 
pull themselves out of the so- 
calted silent majority, or bury 
their heads back in their 
moneybags. 






There were also establish- 
ments visited that could care 
less if Harper students used 
the facilities. Of course from 
the looks of these places, only 
rats woud go there - to com- 
mit suicide. As a public serv- 
ice this magazine cautions stu- 
dents against these places, for 
we found there to be no anti- 
dote for many meals served 
under the heading, "Special". 
Also, we are proud to report 
that a lack of students in these 
''Ptomaine Palaces" supports 
our theory that social diseases 
are heading for a new, all time, 
low. 




In general, one thing most 
owners fail to realize is the 
wide age bracket present at 
Harper. Due to the vast num- 
ber of men returning from the 
service, and students attending! 
Harper right after high school, 
many ties are formed between 
that mystical "over-underW 
twenty-one" division of ma-'i 
turity. These ties are dominant)! 
on campus where people ac-jl 
cept other peopleforwhat they^ 
are, not howold they are. These 
ties continue off campusand in 
a great way, help regulate 
where all students seek enter- 
tainment. (' 

If a majority of the establish-jl 
ments seek only part of the^ 
Harper patronage, they're in* 
for a rough time. Due to thel 
fact that many Harper studentsT 
fail to fit the social and legaf 
standards limiting the patron- 
age to over twenty-one years, 
of age, a good number of stu-' 
dents in that age bracket willj 
be excluded. j 

At the present time, students; i 
would prefer to attend private' ' 
parties, no matter how boring, 
rather than split the group up 
because some members are un- 
der twenty-one. Although there 
is no entertainment at these 
parties, itdoesn't matter as long 
as the whole group is together. 
Another point is that at these 
parties those under twenty-one 
can usually drinkwithout much i 
of a hassel. In this way theJ 






111! CA't .ARS 1 

1ZZERIA 


■■ 



group can stay together and 
interract as a group ratherthan 
conforming to the legal and 
mystical "over-under twenty- 
one" division of maturity. The 
advantages an establishment 
could provide are unlimited. 
It is unfortunate that more 
establishments have not re- 
alized that in order to serve 
the public, you have to do just 
that, serve the public. Inter- 
racting groups will not be af- 
fected by policy, therefore if 
one wishes to serve a group 
(such as Harper's 5,000 stu- 
dents), then one must be real- 
istic about exactly what pro- 
cedure to follow. 



Should any establishment 
openly state that Harper stu- 
dents are welcome, there is no 
guarantee for a quick success. 
Harper students know when 
and where they are wanted and 
where they won't receive a 
hassle. A suggested way of ap- 
proaching the problem is toof- 
fer a "Harper Night". Students 
with proper I.D.'s can be en- 
titled to a discount that night. 
There are unlimited ways of 
approaching the problem, and 
no matter how the establish- 
ment does approach it, the re- 
ward will be the undying pa- 
tronage of Harper students. 



41 



Harper's Student Achievement 



Pat Avigliano 




In the last issue of HALCYON, "spot- 
light" directed attention to the Student 
Achievement Recognition Program. This 
program singles out one man and one 
woman from each two year college in 
Illinois. Selection of these two students 
is based on quality of leadership, and 
outstanding achievement toward their 
particular goals. 

HALCYON would like to extend be- 
lated congratulations to Harper's two 
outstanding students, Patricia Avigliano 
and Jerry Jenkins. 

Pat Avigliano, at present, is majoring 
in dental hygiene. She has plans of ac- 
quiring her B.A. degree and eventually 
teaching in the field of dental hygiene. 
Pat was a full time dental assistant 
through the summer and her freshman 
year of college. Her extracurricular col- 
lege activities include: Chairman of the 
Dental Hygiene Fund Raising Drive,Chair- 
man of the Frosh-Soph Donner-Dental 
Hygiene Dept., Chairman of the Enter- 
tainment Committee for J.A.D.H.A. for 
Chicago Dental Society, Chairman for 
Table-Clinic from Harper College to the 
Mid-Winter Meet-Chicago Dental Society. 
Pat was also a member of a discussion 
workshop representing Harper College 
Dental Hygiene Dept. The American Den- 
tal Hygienist Association awarded Pat 
a scholarship for her sophomore year 
in hygiene study, Pat was sponsored by 
Frank A. Vandever D.D.S., head of Har- 
per Dental Hygiene Dept. j 



Recognition Award Winners 



lerry Jenkins 



Jerry Jenkins has plans for a career 
in communications. During the summer 
he worked as an assistant sports editor 
for Day Publications and is presently 
sports editor for the DesPlaines-Suburban 
Times. Jerry was involved in the college 
newscast "This is Harper College on the 
Air". The program involved news gath- 
ering and the application of professional 
standards. He served as executive pro- 
ducer and newscaster. While in high 
school he was sports editor of the school 
paper and news editor of W. M.B.I, radio. 
He was elected freshmen class president 
during his year at Moody Bible Institute. 
Presently, Jerry is enrolled in the jour- 
nalism at Harper. 

These Harper winners receive one 
lundred dollars each. They then entered 
\he district competition which was held 
this month. The winners from the ten 
districts received two hundred and fifty 
dollars each and will be honored at a 
junior college luncheon in April where 
the top two students in Illinois will be 
selected. The two state winners will each 
"eceive one thousand dollars. 

Pat Avigliano and Jerry Jenkins have 
Droven themselves to be outstanding stu- 
dents in Harper's eyes. As of this writing 
^at and Jerry have had district competi- 
tion and hopefully the state finals are 
awaiting them; so give them your sup- 
Dort, applause and congratulations~HAL- 
CYON does. 




Spread Eagles 



Kent's 
Clubs 



In an attempt to defray the rumors that 
Harper students are an apathetic lot, HAL- 
CYON commissioned one of its researchers, 
Kent Anderson, to investigate the activities 
that are open to Harper students in special 
interest areas. Although he takes a sardonic 
look at these organizations, we wish to stress 
that these clubs are active, and do provide 
constructive paths to specialized service, in- 
volvement, and learning. 



In the late 1800's Joe Boharsheski invented 
a sport where the players raced to the bottom 
of a snowy slope ridingwoodenchairsfastened 
to a moving rope. Upon reaching the bottom 
of the hill, the players fastened wooden ''Ba- 
harsheskies" to their boots and then, being 
pushed by "Poles", ascended the slope. Need- 
less to say, the sport was never popular out- 
side of Poland and although some of the ter- 
minology has been retained for asimilarsport, 
called skiing, its Polish heritage has been for- 
gotten (or perhaps buried in the snow). Any- 
way, Harper has a ski club-The Spread Eagle 
Ski Club. According to President, Jerry Smith, 
the club has eighty seven members, of which 
exactly 50% are girls and 50% are boys, 
which leads us to believe there must have 
been an accident on the slopes. If you know 
how to ski, you may be interested in the 
club's Sunday excursions to Wilmot, that is, 
if you've never skied any place else. Skiing 
at Wilmot is like riding a tricycle in your own 
driveway. As the five-year-olds say, "It's a bum- 
mer!" But the Ski Club has gone to other 
places like Lutsen, Minnesota, and is plan- 
ning other worthwhile trips for the future. 
Notice this article does not mention ski par- 
ties or drinking. HALCYON doesn't print 
SMUT! 




standing: |erry Smith, President. Seated L to R: Greg Janko, 
President; Brenda Folkes, Treasurer; Phil Brennan. 



44 



Flying Club 



Electronics Club 




Jim Schneider, President 



Wilbur Wright would have been proud to 
be a member of Harper's Flying Club, not 
only proud, but financially better off. Flying 
Club members are able to purchase aviation 
equipment at half price. (Two Kitty Hawks 
for the price of one!) Also, Flying Club would 
have instructed Wilbur, and even Orville (if 
he attended the meetings), on how to fly so 
that he could obtain his pilots' license. Also, 
the Wrights would have gone along with the 
flying club to watch aerobatics or even go 
with them on their flights over Chicago. But 
alas, the Wright Brothers are dead, which 
means they won't be able to take Harper's 
Aviation ground school course, for only $24, 
a course which might normally cost from $60 
to $150. 



If you're a ham but not an actor, you can 
join Electronics Club (batteries not included). 
But you have to be the type of ham that is 
working for his amature radio license since 
that's one of the activities of the club. But 
since you've already missed about fifteen meet- 
ings, all that is left for you to participate in is 
setting up of equipment to receive signals 
from Essa 2, the weather satellite. That way 
you can know in which parking lots it's rain- 
ing or snowing. But, if still not interested, you 
may enjoy attending the club's weekly semin- 
ars with local businessmen and scientists. The 
club is basically an extension of the members 
classes, because they "receive enormous as- 
sistance" from their instructors-butwhowants 
to extend class? 




L to R: Mike Hansen, Harold Neumann. 



Folk Music Club 



If you play the guitar or sing, and like to 
show off, you can join the ten members of 
the Folk Music Club. They meet once a week 
and talk about how great they were in the 
last coffee house, and plan further greatness 
for the next. The club also sponsors folk festi- 
vals which are free, as opposed to the Thurs- 
day night coffee house which costs twenty-five 
cents a head for those heads which have a 
quarter. This money is being used to pay off 
the "Instructional Service" for a microphone 
case which they lost. What money is left will 
be used to sponsor a Easter party on March 
28 in the cafeteria, but that will also cost 
twenty-five cents a head, but others are invited 
also. In fact, Dave Gregg, the President of Folk 
Music Clubs, says that anyone interested in 
Folk Music is welcome to join the club, wheth- 
er this allows free admission to the Cafeteria 
Coffee House he did not say. So bring your 
quarter anyway. 




Harper Players 




L lo R C.reg Leydig, unidentified young lady, Gary White, President. 



L to R: Tim Burke, Dave Cre 



If you're weird and don't like Folk Music 
but do like to show off, you can join hiarper 
Players. A pseudo acting -directing club mem- 
bered by thirty pseudos. The Players put on 
occasional one-act plays and plan a big three 
act play for the Spring. Admission to these 
plays is free as is club membership. Additional 
members are needed, and PresidentGary White 
says that anyone may try out for a part or 
directorship, and, upon rejection, can help | 
with the technical aspects of the production. 
Gary emphasized that these are totally stu- 
dent run productions and, although faculty 
members are invited to join, they won't get 
a big part, a walk-on maybe. This policy might 
be due to the fact that The Players have been 
having quite a hassel in procuring adequate 
facilities for rehearsal and productions. If the 
administration does give them their theatre, 
maybe the faculty members will get a one 
liner. There might be something to theirplays, 
because they had two hundred people attend 
their first production-or it might be due to 
the free admission. 



46 



Fashion Design Club 

'1 made myself a hat out of paper in third 
grade and I've been making all my clothes 
ever since." This might be a quote from a 
member of the Harper's Bizzare, but it isn't. 
As you might have guessed. Harper's Bizzare 
is a fashion design club made up of twenty- 
seven girls who get together once a week just 
to talk about clothes, orrather^'tosupplement 
what they learn in class." To further their 
learning experience the club has had guest 
speakers, a luncheon, and a party. The club 
is planning a trip to New York for this August, 
during which they plan to visit design studios, 
etc. The club is also planning to put on a 
fashion show in late May, which will be held 
in the student lounge. The girls will be model- 
ing their own creations. And since some of 
the girls are cute, and admission will be free, 
this show sounds promising. 



Human Rights Cluh 





to R: Colleen McConville, Vice President; Anne Guarnccio, 
reasurer; Nancy Jassen, President. 



Ray Sklencar, President. 

The Human Rights Club is (self-proclaimed) 
the most active club on campus. According to 
Ray Sklencar, the president of the club, its 
purpose is to "Convey the idea of equality 
through justice, and develop freedom of 
thought." Ambigious isn't it? Well, its activities 
are not. The Human Rights Club, working in 
conjunction with the National Moratorium 
Committee in Washington, D.C., sponsored 
the October 15th moratorium at Harper in- 
cluding six lecturers (representing "every pos- 
sible side"), a film series, and panel discus- 
sions. Other communist inspired activities of 
this club included a series of discussion meet- 
ings with the six major candidates for the 
13th Congressional District Seat. At present, 
the organization is working with the N.W. Op- 
portunity Center, and is planning a week 
long anti-pollution drive. Although the mem- 
bers of the Human Rights Club must realize 
that their activities undermine the establish- 
ment, all of their activities have received 
unanamous approval. This is due, in part, to 
the fact that the club has no members, and 
only two officers, which we hope will make 
investigation easy (even though the club has 
no meetings). Sklencar says he is not planning 
a membership drive. We hope that this reflects 
a realization on his part, of the attitude of 
Harper Students towards this Communist front. 



47 



No, a 
Halcyon Isn't... 

an exotic new martini, 
a special wrestling 
hold, or a certain skydiver's 
angle. It isn't the 
obnoxious computer in 
"2001", it's not a new 
style of facial attire, 
nor the down under 
name for the latest 
hallucinatory puff, and it is 
not the new cabbage 
cigarette, but it is . . . 




48 





hal'si-en), n. 1. in ancient legend, 
a bird, believed to have been the 
kingfisher, which wassupposed to 
have a peaceful, calming influ- 
ence on the sea at the time of 
the winter solstice. 2. in zoology, 
any of a group of Australasian 
kingfishers, adj. 1. of the king- 
fisher. 2. tranquil; happy; unruf- 
fled; usually in halcyon days. 






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